12:20 brief introduction - where I work - student. pop. context of project
12:25-1:10 activity - use of NOVEL (open to all) searching magazines & newspapers
12:45-
"what's happening?" "What kinds of things are you finding?"
12:55pm-1:05 min.
sent you off into a database - not a search engine
"How is that different?"
"What's the payoff for taking this approach?" for the students, for the teacher
1:05-1:15
10 minutes for reflective piece:
write about themselves as searchers – what informed those decisions –
what did you select the articles you did?
what key words or subject headings helped you?
how did it go for you – any general thoughts on your own engagement with this activity?
Hold off on classroom applications – reflect only on your process
"What came up for you" - ask to open discussion
1:15-1:30:
This is what it looked like in the classroom: Introduce project assessment tools
Activity - generate a question based on their own inquiry
1:30-1:40 Reflective discussion - 10 minutes
What ideas are you getting right now? What are some of the issues? Can we think of any modifications? What adaptations would you need to make for your particular situation?
(Listen for 'Where does this activity sit in the time line of research?')
(Listen for - the role of the librarian as a collaborator)
how to generate questions - librarian's skill
how do I facilitate kids generating questions-Distinguish the process that comes early in the inquiry process with the development of sound research questions.
Workshop learning objective - using preliminary research to generate questions for inquiry-based learning
Research is the brain-storming activity not the assignment
Reflective piece - starting point of collaboration is much earlier than expected - what is the difference?
The workshop is about the thinking that happens before the point where teachers are accustomed to working with the librarian.
- 12:15-12:20 settle in
- 12:20 brief introduction - where I work - student. pop. context of project
- 12:45-
- "what's happening?" "What kinds of things are you finding?"
- 12:55pm-1:05 min.
- sent you off into a database - not a search engine
- "How is that different?"
- "What's the payoff for taking this approach?" for the students, for the teacher
- 1:05-1:15
- 10 minutes for reflective piece:
- write about themselves as searchers – what informed those decisions –
- what did you select the articles you did?
- what key words or subject headings helped you?
- how did it go for you – any general thoughts on your own engagement with this activity?
Hold off on classroom applications – reflect only on your process12:25-1:10 activity - use of NOVEL (open to all) searching magazines & newspapers
"What came up for you" - ask to open discussion
1:30-1:40 Reflective discussion - 10 minutes
how to generate questions - librarian's skill
how do I facilitate kids generating questions-Distinguish the process that comes early in the inquiry process with the development of sound research questions.
Workshop learning objective - using preliminary research to generate questions for inquiry-based learning
Research is the brain-storming activity not the assignment
Reflective piece - starting point of collaboration is much earlier than expected - what is the difference?
The workshop is about the thinking that happens before the point where teachers are accustomed to working with the librarian.
[[work shop draft|]]